Avoiding the Dilbert Syndrome: What does the manager do now?
We answer the question “What does the manager do?” We focus on enabling flow and value delivery, using visible progress to guide behaviour, holding teams accountable with iterative and incremental delivery and increasing throughput with catalytic leadership.
We focus on how traditional management responsibilities move from tactical to strategic.
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Line management - push responsibilities into the team, with managers keeping an eye on decisions and looking for outliers
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Functional management - facilitate functional leaderships through an advocacy role within communities of practice (instead of waiting and hoping good practices will emerge)
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Project management - the product owner/scrum master handles much of the overall problem solving/identification, responsibility for progress, and team management
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Catalytic Leadership - enable continual flow through the team for fastest possible delivery to the customer. Get things done without being the choke point
There are many dependencies across the organization to understand and smooth-out. Catalytic leadership guides your teams to high-performance through the right guidelines, constraints, and safe-to-learn environment.
Outline/Structure of the Workshop
Description (internal - time line)
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[10m] Introduction - light-hearted look at classic Dilbert dysfunctions to provide context and connection.
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[10m] What is management? Definition (through feel-in-the-blanks worksheet) of line management, functional management, project management drawing from Drucker’s classic definition of the manager of a firm coupled with observations of how managers spend their time
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[10m] Context for catalytic leadership role: many managers feel cut adrift when asked to lead agile teams.
Once they realize the mundane aspects of management are no longer necessary (at least, at the same level they have been used to), they often become concerned that their role is diminished.
Instead, we look to help managers understand the Importance of safety (creating an environment in which their teams are safe to learn) and help them switch from giving people fish (solving their problems) to teaching them how to fish (creating self-organized teams that can problem solve)
Managers influence and change the behaviour (and hence results) of teams indirectly, rather than directly telling them what to do or what is expected, by:
providing guidance and visible progress
expecting iterative and incremental change
focusing on flow and value delivery
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[20m] What do you actually *do*? Work on 1 of 3 case studies taken from real-life examples (names changed to avoid embarrassment, lawsuits and copyright infringement):
Intro and team formation: Each 1-page summary of a case study is printed on different coloured paper. Groups form around same colour of paper - 3-4 people
Each case study is printed on different coloured paper, and the audience is asked to find groups of 3-4 with people with the same colour paper. In this way, we have diverse groups as well as each person having the case study to read and references.
[orange] How do I manage/discipline a cantankerous, bullying developer
[pink] How do I get teams that don’t deliver enough work to perform better
[blue] How do I get teams to take ownership of code quality and their environments?
[10m] Discuss the case study to decide what the manager should do?
The goal is to come up with 2-3 options, option A, option B, and option C. Each option is written on a 4x6 card.
[10m] Selected feedback and debrief.
Each team places their 2-3 options on the Dilbert Scale - a large range drawn on a wall ranking them from good to bad.
Facilitators walk along the wall to share different ideas from the wall. Includes summary of key takeaways.
[10m] The goal is first, to answer the question “what does the manager do” with as much detail as possible
Focus on enabling flow and value delivery, use visible progress to guide behaviour, and iterative and incremental delivery to hold teams accountable.
Second, we focus on a second takeaway based on what will (eventually) happen to the more traditional responsibilities of management, showing how management responsibility moves from tactical to strategic:
Line management responsibilities - generally, these responsibilities can be pushed into the team, with managers keeping an eye on decisions and looking for outliers
Functional management responsibilities - managers can facilitate functional leaderships through an advocacy role within communities of practice (rather than simply waiting and hoping good practices will emerge)
Management responsibilities - much of the overall problem solving/identification, responsibility for progress and team management falls under the purview of the PO/SM
Catalytic Leadership - about getting things done (without being the choke point for getting things done) - enable continual flow through the team (with the shortest possible cycle time to delivery to the customer). Sounds simple, but rarely is, since there are many dependencies across the organization to understand and smooth out. In addition, catalytic leadership involves guiding your teams to high performance through the right guidelines and constraints coupled with the right safe-to-learn environment
[10 min] Questions & Feedback (where time permits)
Learning Outcome
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Be able to answer the question “What do you do as a manager of an agile team?"
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Understand the difference between line management, functional management and program management.
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Describe how to move responsibilities safely into a team through knowledge transfer, expectations definition, visible progress and accountability.
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Experience why good management decisions vary depending on the experience of the team.
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Be able to guide and influence agile teams to change behaviour without simply telling them what to do (and losing the opportunity for teams to take ownership for their own growth and results).
Target Audience
Managers, Team Leads, Agile Coaches, Scrum Masters
Prerequisites for Attendees
Have some experience of working with or managing agile teams.
schedule Submitted 5 years ago
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